eprintid: 8682 rev_number: 10 eprint_status: archive userid: 11 dir: disk0/00/00/86/82 datestamp: 2024-07-29 04:13:40 lastmod: 2024-07-29 04:13:40 status_changed: 2024-07-29 04:13:40 type: monograph metadata_visibility: show contact_email: repository@staff.ukdw.ac.id creators_name: , Paulus Widiatmoko creators_name: , Ignatius Tri Endarto creators_id: 0518117701 creators_id: 0521039101 contributors_type: http://www.loc.gov/loc.terms/relators/RTM contributors_name: , Diana Omega Santi title: ICT FOR ENGLISH LANGUAGE INSTRUCTION: AN INVESTIGATION OF PRESERVICE TEACHERS’ BELIEFS AND PRAXIS IN YOGYAKARTA ispublished: unpub subjects: L1 subjects: PE full_text_status: restricted monograph_type: project_report date: 2020-12-02 publisher: Program Studi Pendidikan Bahasa Inggris, Universitas Kristen Duta Wacana place_of_pub: Yogyakarta pages: 100 institution: Universitas Kristen Duta Wacana department: Pendidikan Bahasa Inggris referencetext: Berk, R.A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5 (1), 1-21 Borg,S. (1997).Unifying concepts in the study of teachers’ cognitive structures. Unpublished manuscript. Braak, J. (2001). Individual Characteristics Influencing Teachers’ Class Use of Computers. Journal of Educational Computing Research, 25(2), 141– 157. https://doi.org/10.2190/81YV-CGMU-5HPM-04EG Creswell, J. W., & Plano, C. V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, Calif: SAGE Publications.Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. Davis, F. D., Bagozzi, R. P., &Warshaw, P. R. (1989). User acceptance of computer technology a comparison of two theoretical models. Management Science, 35(8), 928- 1003. Fortanet-Gómez, I. &Camiciottoli, B. C. 2015. Multimodal analysis in academic settings: From research to teaching. New York: Routledge. Khan et al. (2012). “Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh,” International Journal of Insertion, vol. 5, no. 2, ISSN: 1694-609X. Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. Abingdon and New York: Routledge. Krashen, Stephen D. (1988).Second Language Acquisition and Second Language Learning.Prentice-Hall International Matthiessen, C.M.I.M. (2007). The multimodal page: A systemic functional exploration. In Royce, T. D. &Bowcher, W. L. (Eds.). New directions in the analysis of multimodal discourse. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 1–14. Ma, W. W. K., Andersson, R., &Streith, K. O. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21, 387–395. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press Mayer, R. E. (2009). Multimedia learning. New York: Cambridge University Press. Mishra, S & Sharma, R. (2005). Interactive multimedia and education training. London: Idea Group Inc. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Morgan, T. (1996). Using technology to enhance learning: Changing the chunks. Learn Lead Technology 23(5), 49-51. Mumtaz. Factors affecting teachers’ use of information and communications technology: A review of the literature, Technology, Pedagogy and Education, Vol.9, No.3, 319-342, 2000. Ndubisi, N. (2006). Factors of online learning adoption: A comparative juxtaposition of the theory of planned behaviour and the technology acceptance model. International Journal on E-Learning, 5(4), 571-591. O’Halloran, K. 2004. Multimodal discourse analysis. London: Continuum.Oxford &Shearin (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(4), 512-514. Pelgrum, W.J. (2001). Obstacles to the Integration of ICT in Education: Results from a Worldwide Educational Assessment. Computers & Education 37, 163- 178. Prensky, M. (2001), "Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9 No. 5, pp. 1-6. https://doi.org/10.1108/10748120110424816 Reddi, U.V. (2003). Multimedia as an educational tool. In U.V. Reddi, & S. Mishra (Eds.), Educational multimedia: A handbook for teacher-developers. New Delhi: CEMCA Sniehotta, F. F., Schwarzer, R., Scholz, U., &Schüz, B. (2005). Action planning and coping planning for long-term lifestyle change: Theory and assessment. European Journal of Social Psychology, 35(4), 565-576. doi: 10.1002/ejsp.258 Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15,4–14. Yilmaz, O. and Bayraktar D.M. (2013) Teachers’ attitudes towards the use of educational technologies and their individual innovativeness categories. Procedia-social and behavioral sciences 116 ( 2014 ) 3458 – 3461 funders: widiatmoko@staff.ukdw.ac.id citation: Paulus Widiatmoko and Ignatius Tri Endarto (2020) ICT FOR ENGLISH LANGUAGE INSTRUCTION: AN INVESTIGATION OF PRESERVICE TEACHERS’ BELIEFS AND PRAXIS IN YOGYAKARTA. Research Report (Lecturer). Program Studi Pendidikan Bahasa Inggris, Universitas Kristen Duta Wacana, Yogyakarta. (Unpublished) document_url: https://katalog.ukdw.ac.id/8682/1/103_PENDAHULUAN_KESIMPULAN_DAFTARPUSTAKA.pdf document_url: https://katalog.ukdw.ac.id/8682/2/103_FULLTEXT.pdf